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Article
Developing Cultural Competence to Enact a Culturally Inclusive, Learner-Centered Practice to Promote Learning and Justice in Diverse U.S. Urban Schools
IOSR-Journal of Research Methods and Education (2016)
  • Nancy M. Cardwell, Ph.D., The City College of New York
Abstract
Children in diverse urban schools are struggling socially and academically due to a range of unmet social, emotional and academic needs (Greene, 2014). In a small qualitative research study, participants’ interpretations of a vignette showed some evidence of using child development but were silent about possible racial, cultural and linguistic dimensions of the interaction. This suggests the need for teacher preparation programs to consistently, explicitly and rigorously attend to the interaction of identity and learning for children in US urban schools to supportteacher candidates’ abilityto develop culturally inclusive, learner-centered, identity-safe classroom practices (Steele & Cohn-Vargas, 2013). 
Keywords
  • Cultural competence,
  • culturally inclusive practice,
  • culturally relevant teaching,
  • learner centered teaching,
  • urban teacher education
Publication Date
Summer July, 2016
Citation Information
Nancy M. Cardwell. "Developing Cultural Competence to Enact a Culturally Inclusive, Learner-Centered Practice to Promote Learning and Justice in Diverse U.S. Urban Schools" IOSR-Journal of Research Methods and Education Vol. 6 Iss. 4, Version 2 (2016) p. 53 - 61 ISSN: 2320-7388(online)/2320-737X(print)
Available at: http://works.bepress.com/nancy_cardwell/4/